| Summary: | 博士 === 國立嘉義大學 === 教育學系研究所 === 101 === This study aimed at investigating preschool educators’ emotional regulation competency expression. With the infusing into a series of related research, theoretical and empirical procedures for constructing the reliability and validity of the emotional regulation competency instrument, the study builds the mutual communication and revision route for preschool educators’ self reflection in emotional regulation competency, including emotional awareness, emotional expression, emotional accommodation, and emotional utilization competence.
There are six stages in the development of the instrument. In Stage 1, the researcher conducted literature review for concluding in four aspects of preschool educators’ emotional regulation competency. In Stage 2, the researcher developed the instrument question items for verifying its appropriateness and rationality through inviting 15 scholars and experts in analyzing the logic of the instrument. In Stage 3, the researcher conducted empirical analysis for testing the validity of the content of the scale. In Stage 4, the researcher invited preschool educators in completing the instrument. In Stage 5, the researcher conducted confirmatory factor analysis. In Stage 6, the cross-validity was implemented.
The study employed the questionnaire survey method. The self-designed questionnaires were mailed to 1058 public and private preschool educators in Taiwan. A total of 1008 valid samples were obtained, and the collected data were analyzed via t-test, one-way MANOVA, one-way ANOVA, one-way ANOVA, and repeated measures using SPSS 21.
The major findings of this study were summarized as follows: 1) It was shown from the empirical analysis of the validity of the scale content that content validity and homogeneity reliability are both theoretically significant. 2) Confirmatory analysis showed the significance in reasonable distribution, the four aspects and the overall model have good validity and reliability in composite reliability and convergent and discriminate validity. 3) Preschool educators have best expression in emotional awareness competence, and then in emotional expression and emotional accommodation competence, and the worst in emotional utilization competence. 4) In each aspect, preschool educators have better expression in “emotional awareness” than in “emotional expression”, “emotional accommodation” and “emotional utilization”; preschool educators have better expression in “emotional expression” than in “emotional utilization”; while “emotional accommodation competence” is better than “emotional utilization competence”; while there is no significant difference in “emotional utilization competence.”5) There is significant difference in preschool educators’emotional regulation competency for different marital status and different serving teaching years.
The study concludes as follows. Firstly, the instrument constructed from the study proves to have good validity and reliability. Secondly, the preschool educators’ emotional regulation competency shows good competence. Among the factors, emotional awareness competence is the best, and emotional utilization competence is insufficient. Thirdly, preschool educators have significant difference in emotional awareness competence, emotional expression competence and emotional accommodation competence. Fourthly, married preschool educators have better emotional regulation competency than unmarried ones; experienced preschool educators have better emotional regulation competency than less-experienced ones. Fifthly, preschool educators’ emotional regulation competency are not influenced by their age, teaching background, children’s age, and the category of preschools in which they work.
At last, the research conclusions offer concrete suggestions in the further usage of instruments, the guidance in preschool educators' emotional regulation, and the application in the future related study.
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